University of Phoenix Material
Dr. Zak Case Study
InstructionsRead the following case study. Use the information in the case study to answer the accompanying follow-up questions. Although questions 1 & 2 have short answers, you should prepare a 150- to 200-word response to each of the remaining questions. CASe Study

Dr. Zak developed a test to measure depression. He sampled 100 university students to take his five item test. The group of students was comprised of 30 men and 70 women. In this group, four persons were African American, six persons were Hispanic, and one person was Asian. Zak’s Miraculous Test of Depression is printed below:

I feel depressed:Yes No

I have been sad for the last two weeks:YesNo

I have seen changes in my eating and sleeping:YesNo

I don’t feel that life is going to get better:YesNo

I feel happy most of the day:YesNo

Yes = 1; No = 0

The mean on this test is 3.5 with a standard deviation of .5. Follow-Up Questions
1. Sally scores 1.5 on this test. How many standard deviations is Sally from the mean? (Show your calculations)

2. Billy scores 5. What is his standard score?

3. What scale of measurement is Dr. Zak using? Do you think Dr. Zak’s choice of scaling is appropriate? Why or why not? What are your suggestions?

4. Do you think Dr. Zak has a good sample on which to norm his test? Why or why not? What are your suggestions?

5. What other items do you think need to be included in Dr. Zak’s domain sampling?

6. Suggest changes to this test to make it better. For each suggestion justify your reason supporting each reason with psychometric principles from the text book or other materials used in your course.

7. Dr. Zak also gave his students the Beck Depression Inventory (BDI). The correlation between his test and the BDI was r =.14. Evaluate this correlation. What does this correlation tell us about the...

YOU MAY ALSO FIND THESE DOCUMENTS HELPFUL

...In this paper I will be discussing the master-slave relationship. I will give you an understanding as to how this union exists. Also I will brief you on how without this relationship a city would not exist. This paper will not only define the master-slave relationship but give quotations and examples that will help you the reader to fully understand this concept.
In the master-slave relationship, with this union, the master can not exist without the slave. The slave is there to assist the master with the maintaining of the master's wants and needs. In the classroom setting the teacher is the slave because he or she has the knowledge that is needed by the students. The students would be the master because the teacher is upholding the desires and wishes of the students by teaching them the knowledge they have. According to Aristotle The Politics, Book I Chapter 2, "The naturally ruling and ruled, on the account of preservation. For that which can see with the thought is naturally ruling and naturally mastering elements while that which can do with the body is naturally ruled and slave." This is one of the common relationships that are known in the household. The household is the partnership established by nature for the needs of daily life. A group of households makes up a village, and a group of villages makes up a city.
Now that we have seen that the city is made up of...

...Personal Responsibility and How to Become a Master Student
Robin Loafman-Bass
GEN/200
August 21, 2012
Personal Responsibility and How to Become a Master Student
The phrase “personal responsibility” simply means taking care of ones’ own life in every aspect without succumbing to fears or to the distractions of the outside world. In order to become a master student and achieve the goals a person has set for himself or herself, he or she must first have an internally defined level of personal responsibility. To that already present system of personal responsibility one adds skill mastery and knowledge. Such acquisition escalates the level of personal competence. Automatically, increased self-confidence is the result. Such self-confidence, springing from the knowledge learned and skills acquired, ensures that one will be more competent as a professional in his or her workplace.
The fact that increased knowledge and skill mastery leads to greater confidence and enhanced personal responsibility is not a new idea. This information has been understood and used in all discipline in academia and the larger world. Therefore, the following thesis statement is emphasized. “The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image.” (Mainwaring &amp; Krasnow, 2010) The authors of this article understand the importance of...

...640
Spin Master Toys (A): Finding A Manufacturer for E-Chargers
1.) Executive Summary:
• Spin Master Toys core competencies are marketing and bringing creative toys to market.
• Alex Perez should choose Wah Shing and utilize their core competencies of manufacturing electronic toys.
• Electronic components can be difficult to acquire therefore Wah Shing’s relationships with suppliers will be beneficial.
• Speed to market is key, therefore Wah Shing has the best capabilities to meet Spin Master delivery commits
• Building long-term supplier relationship with Wah Shing is imperative if Spin Masters decides to stay in the electronic toy industry.
2.) My assessment of the process Spin Masters has used to get to this point is, they are really good at developing good relationships with retailers, investors and have in-depth knowledge of research and development of various toys. Spin Masters has expertise in developing low technology “fad” toys and distributing them to retailers quickly. Spin Masters lacks engineering and manufacturing capabilities and therefore it’s necessary to outsource both. The company used their own “grassroots marketing” campaigns to stimulate interest in their toys.
Spin Master’s has a “botched” process when it comes to the manufacturing and delivery of their toys. This end process appears to always be a “scramble”...

...THE BURIED LIFE: DISTANCING AND
DISPLACEMENT IN COLM TOIBIN’S THE MASTER
نشر بمجلة كليات الآداب بجامعة السابع من إبريل-العدد الثانى يوليو2005-بالجماهيرية العربية الليبية الشعبية الإشتراكية العظمى –تأليف دكتور عبدالمجيد محمد خالد
Dr. Abd-El-Mageed Mohamed Khaled
“Large and full and high the future still opens. It is now indeed that I may do the work of my life. And I will. . . . I have only to face my problems.”
(James qtd. in Edel, HJ4: 95)
“He lived, at times, he felt, as if his life belonged to someone else, a story that had not yet been written, a character who had not been fully imagined.”
(Toibin, Master 111)
Each time a writer summons up “The Master,” Adeline R. Tintner has rightly observed, “There is personal revision or comment, a change in the picture that James composed, some new figure in the carpet” (9). Referring to Bruce Elliot’s The Village (1982), a novel featuring characters whose names have clear Jamesean associations, Tintern finds it ironic that, “the man who had been caricatured in the popular press of 1905 because of his aestheticism, expatriatism, and complex language, was in 1982 regarded as a cultural hero, the modern artist who atones for his hidden sexuality by his talent” (129). Today, she adds, “an interest in James’s sexual orientation usurps the...

...In The Master and Margarita, by Mikail Bulgakov there are many different examples of good and evil. I think that an obvious example of good and evil throughout the whole novel is Professor Woland. Bulgakov makes it clearly known to the reader that Professor Woland is supposed to be the devil. The first example of Professor Woland being the devil is when he predicts the way that Berlioz will die. He says that Berlioz will get his head cut off by a train and a few more pages into the book, Berlioz actually does get his head cut off by a train. After this happens, Ivan is very confused and really starts to wonder about the man he knew as Professor Woland. There are still many more examples in the book that prove that make it very evident that the character, Professor Woland, is supposed to be the devil. It seems as if Professor Woland can control anything that he wants to but just chooses to do the wrong thing for the most part. This theme shown by Professor Woland will be shown very many times in this essay. There are some parts in the story where Professor Woland chooses to do the right thing with his powers to control what he wants.
The main example that I can think of where Professor Woland uses his power, and it benefits someone besides himself is when he was able to recover the Master’s writing from its ashes after it had been burned by the Master. This benefitted the Master greatly because had Professor Woland not recovered...

...Being a Master of Ceremonies
The Master of Ceremonies is the "conductor" of an event or meeting. The primary responsibility of the Master of Ceremonies is to serve as a genial host. An ideal MC is a person who has poise, presence and who can command the attention of an audience.
The Master of Ceremonies is responsible for ensuring that the program/event runs smoothly, runs on time and that all important people at the event are introduced in a complimentary, professional manner. Being a successful Master of Ceremonies requires, preparation, a friendly manner and ability to adjust to/ad lib as necessary to ensure a successful event
"It is an honor to be asked to be the master of ceremonies at a function. It means that you have a sense of humor, know how to project your voice, and
can handle audiences. It means that you have the gift of being able to "think on your feet" so that you can react quickly in an emergency. (An 'emergency' arises when the lead entertaining act has not arrived, when the main speaker falls ill and has to be taken home, or when the air-conditioning ceases to function and the microphones don't work!)."
Letitia Baldrige's Complete Guide to Executive Manners, Rawson Associates, New York, 1985,
P. 320
[pic]
The Master of Ceremonies Role
Before the Event
1. A successful Master of Ceremonies is thoroughly prepared. Meet with...

...but resigned submission to Yeshua's execution.
Part one of the novel opens with a direct confrontation between the unbelieving head of the literary bureaucracy, Berlioz (Берлиоз), and an urbane foreign gentleman who defends belief and reveals his prophetic powers (Woland). Berlioz brushes the prophecy of his death off, only to have it come true just pages later in the novel. This fulfillment of a death prophecy is witnessed by a young and enthusiastically modern poet, Ivan Ponyrev, who writes his poems under the alias Bezdomny (Иван Бездомный – the name means "Homeless"). His futile attempt to chase and capture the "gang" and warn of their evil and mysterious nature lands Ivan in a lunatic asylum. Here, Ivan is later introduced to The Master, an embittered author, the petty-minded rejection of whose historical novel about Pontius Pilate and Christ led him to such despair that he burns his manuscript and turns his back on the "real" world, including his devoted lover, Margarita (Маргарита).
Major episodes in the first part of the novel include a satirical portrait of the Massolit and their Griboyedov house; Satan's magic show at the Variety Theatre, satirizing the vanity, greed and gullibility of the new rich; and Woland and his retinue capturing the late Berlioz's apartment for their own use.
Part two of the novel introduces Margarita, the Master's mistress, who refuses to despair of her lover or his work. She is invited to the Devil's midnight ball,...

...posits that it grew as a reaction to the morality of the masters of the time. What follows is a simplified account of Nietzsche’s master-slave dichotomy, and what he saw as the dire consequences for human progress should the pervasiveness of slave morality be allowed to remain at the expense of the master. I will argue that although religion and slave morality may have had significant influence in Nietzsche’s day, his fears about the stagnation of mankind through its adherence to slave morality are exaggerated and largely unfounded. I will also briefly discuss the applicability of slave-master morality to contemporary life.
Nietzsche’s account of master and slave morality springs from a time of actual master-slave relationships. Master morality is found in those who have the power to create their own values to live by, without the need for approval from others. In Nietzsche’s own words, the master “honours everything he sees in himself.” They understand themselves as having an integral function in the universe, as resembling a kind of god, and therefore see goodness in those attributes which they find in themselves, and goodness in the values they themselves create. They see no reason to refer to others or seek another’s approval. Nietzsche’s idea of the Master comes from nobility, and so the central tenet of master morality is...